Doctoral Internship in Health Service Psychology

Internship Admissions, Support, and Initial Placement Data

Intern Training Manual

Table of Contents

Letter to Applicants

Dear Applicant:

Thank you for your interest in our Doctoral Internship in Health Service Psychology at Counseling & Psychological Services (CAPS) at the University of California at Santa Cruz. We hope this website will give you helpful information about our training program, including our mission, aims, training goals and expectations, application and selection process, and staff interests and commitment to training. Our program includes intensive supervision, didactic training seminars, and a broad range of clinical and outreach and consultation opportunities.

The UCSC Internship Program in Health Services Psychology has been accredited by the American Psychological Association since 1992. The internship provides training opportunities in brief psychotherapy, group psychotherapy, crisis intervention, consultation, and outreach programming. A major emphasis of our program lies in its attention and commitment to multiculturalism. We have a diverse professional staff committed to providing training to interns in a student services agency. In respecting the individual differences among interns, we provide comprehensive, intensive, and flexible training and supervision to facilitate each intern’s further development and professional integration of clinical and outreach and consultation skills in their development as a psychologist.

We offer three full-time internship positions, each carrying a stipend of $38,600 and medical benefits associated with being a UCSC staff member. The internship is for a full calendar year. As an APPIC member, we participate in the APPIC Internship Matching Program for selection.  In order to apply to the internship, you must be enrolled in the APPIC Internship Matching Program and use the APPIC Application for Psychology Internship (AAPI). Please review the APPIC website for full instructions about the on-line APPI application.  If you have not requested an applicant agreement form and materials describing the Internship Matching Program, please contact the following agency:

National Matching Service, Inc.
20 Holly Street, Suite 301
Toronto, Ontario Canada,  M4S 3B1

Phone: (800) 461-6322
Fax: (844) 977-0555

The UC Santa Cruz Program Code Number for the APPIC Match is 116111. We follow all APPIC guidelines and abide by the policy that no person at this training facility will solicit, accept, or use any rank-related information from any intern applicant in our selection process.

We recognize that the internship selection process can be an anxiety-producing experience, and we want to provide you with as much information about our program as possible so that you can make an informed decision. If you have any questions or concerns, please feel free to contact me either by phone at (831) 459-2120 or email at We appreciate your interest in our internship program and would welcome your application!

Maryjan Murphy, Ph.D.
Senior Associate Director
Counseling & Psychological Services, UC Santa Cruz


The CAPS internship program is accredited by the American Psychological Association. For further information you may contact the APA Office of Program Consultation and Accreditation:
American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
(202) 336-5979; (202) 336-6123 TDD; fax (202) 336-5978

UCSC CAPS is accredited by the International Association of Counseling Services.  CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and Association for Counseling Center Training Agencies (ACCTA). UCSC Student Health Service is accredited by the American Association for Ambulatory Health Care (AAAHC).  The University of California, Santa Cruz is accredited with Western Association of Schools and Colleges.

Mission Statement

In support of the academic mission of the University, Counseling & Psychological Services (CAPS) is committed to providing a broad range of counseling and mental health services to the increasingly diverse community at the University of California, Santa Cruz. The principal goals of CAPS are to address the mental health needs of students and to enhance their psychological development and well-being. CAPS promotes a healthy psychological climate at the University through consultation, outreach, and training within the context of the unique college system.

The services of CAPS are based on a developmental model and a community psychology approach that addresses the academic, career, and personal issues that are central to students' lives and academic success. As a multicultural and multi-disciplinary service, CAPS is committed to providing appropriate and sensitive services that are accessible to all students, including traditionally underrepresented groups.

The mission of Counseling & Psychological Services (CAPS) is to “support UCSC students, both undergraduate and graduate, in maintaining or improving their general well-being by providing a broad range of counseling, psychiatric services, consultation, and outreach services and programs to the campus community. It is also the mission of CAPS to maintain accreditation by the international Association for Counseling Services Inc. (IACS), an accrediting association for all its programs and services and to maintain APA accreditation for its internship program”.

CAPS' vision is to be part of the University’s endeavor to advance the education and development of all UCSC students by:

  • Addressing important mental health, psychosocial, academic, personal, family, and community issues that influence learning, achievement, and success in the University community and beyond
  • Recruiting and retaining a highly trained multidisciplinary and multicultural staff
  • Developing an inclusive multicultural campus community in which differences are respected and valued
  • Providing multiple points of entry so as many different students as possible can receive CAPS services
  • Providing high-quality training and supervision to psychology interns and postdoctoral fellows

The University Community

The University of California, Santa Cruz, is located 75 miles south of San Francisco and 35 miles west of San Jose. The campus is situated on 2,000 acres of redwood-forested foothills overlooking the Monterey Bay.

One of ten campuses within the University of California system, UC Santa Cruz is a growing campus. The Fall 2019 enrollment was 19,627. Of that total, 17,719 were undergraduate students and 1,908 were graduate students. Since opening in 1965, UCSC has become noted for its progressive and intellectual atmosphere, its distinguished faculty, its innovative academic programs, and its excellent library and research facilities.

The city of Santa Cruz is a growing seaside community of about 60,000 persons. The community offers a wide range of cultural attractions complementing those of the campus and rivaling those of much larger cities. The mild climate and the recreational opportunities of the area are further attractions.

To get a better view of the UC Santa Cruz campus, please try out the UCSC Virtual Tour.

Training Program

The UC Santa Cruz CAPS internship is designed to offer supervised experiences to interns from Counseling or Clinical Psychology doctoral programs who are interested in developing clinical, crisis, outreach, and consultation skills with a diverse University student population. The internship program provides a wide range of intensive supervised experiences in individual and group psychotherapy, crisis intervention, consultation, and outreach programming. Our training program is committed to the development of psychologists sensitive to and able to work with individuals from diverse backgrounds using a community psychology model of intervention.  A professional staff with diverse backgrounds is dedicated to providing a high-quality educational experience within a student services agency.  The program is designed to develop and enhance the psychotherapy skills of psychology interns, with emphasis on providing short-term individual and group psychotherapy and crisis interventions to undergraduate and graduate students. CAPS supports a community psychology model of intervention in its services, and interns will gain experience in primary prevention by working as part of a team of psychologists providing outreach and consultation services, and interns have opportunities to provide consultation and primary prevention to the campus community. 

Program Aim: The aim of our training program is to train interns as entry-level psychologists who can practice as generalists in a variety of settings and have expertise working with a college student population.

Training Model and Philosophy

The CAPS training program utilizes an apprenticeship mentoring model of training in which the intern learns by working closely with experienced senior staff members conducting a full range of psychological services carried out by a University staff psychologist. The foundation of our model is based on the following principles and philosophy: the importance of the developmental perspective for intern training; the practice of psychology is based on the science of psychology; a commitment to multicultural competence for all staff; and the significance of the internship year for the intern's professional identity development.

In our apprenticeship mentoring model of training and and philosophy, we believe that learning and close supervision and mentoring are key factors for interns in developing clinical, outreach, and consultation skills and for acquiring a professional identity as a psychologist. Through the apprenticeship mentoring model, interns gain valuable experience and training working side-by-side with more experienced staff members jointly conducting intake sessions, triage and crisis intervention, group therapy, consultation, and outreach and educational programming. All senior staff serve as professional role models for interns in performing the professional activities of a University staff psychologist, and pay careful attention to the intern's developing skill level, sensitivity to issues of diversity, ability to integrate research with practice, and developing professional identity.

The multidisciplinary CAPS staff have varied theoretical orientations, and interns get exposure to learning from these individuals through individual and group supervision, training seminars, clinical teams, and experiential learning when providing clinical, outreach, and consultation services at UCSC. Although CAPS staff utilize a range of theoretical frameworks, most staff identify as integrative in their theoretical approach to clinical services and all emphasize the developmental and multicultural needs of college students. The theoretical orientations in our staff include cognitive behavioral, ACT, multicultural, feminist, psychodynamic, solution-oriented, and humanistic approaches, and we hope that interns can incorporate learning from various staff to expand, refine, and deepen both their theoretical knowledge and repertoire of skills. Interns also have opportunities to work closely with CAPS psychiatrists and case managers in clinical consultation and clinical teams, and to work with medical staff in the Student Health Center.

Developmental Perspective

The developmental perspective lays the foundation for our training with interns. We recognize that interns enter the internship with a foundation of skills and knowledge obtained through their academic program and prior practicum experiences, and that each intern may enter the internship with a somewhat different set of skills and knowledge.  Through the training program we provide experiences to modify and expand upon their skills and knowledge to become competent psychologists. Interns will take on more responsibility and will progress from a position of more reliance on the guidance and mentoring of supervisors to a more independent practice of psychology using collaborative supervision and consultation. We recognize and are sensitive to the variety of developmental needs interns have as they progress through the internship year, and we provide supervision and support through this process. Our training philosophy emphasizes that interns are professionals in training, and as the internship progresses they will provide the same variety of clinical, outreach, and consultation services as do permanent CAPS staff.

Scholarly Practice

The internship is based on the principle that the practice of psychology is based on the science of psychology. Throughout all aspects of the internship program, we train interns to develop skills and knowledge in utilizing research and theory to inform their practice of psychology. Interns are asked to present their dissertation progress at a staff meeting and are required to conduct a program evaluation project in the summer that integrates research with counseling center practice. The model of scholarly inquiry can promote the development of both the philosophy and the behaviors necessary for interns to integrate research and practice as professionals in psychology.


CAPS is committed to promoting ongoing multicultural competence development for staff and trainees.  This philosophy is foundational in our training for interns. The internship focuses on helping interns learn to navigate cultural and individual differences in professional practice and research.  The goal of CAPS is to provide multiculturally competent services to all students, including marginalized and underserved student groups, and interns gain experience working with a range of students who identify with multiple intersecting identities in individual therapy, group therapy, outreach, and consultation during the internship year.

Professional Identity

The consolidation of an intern's professional identity as a psychologist is a cornerstone of the internship experience, and a primary goal of the internship program is to assist interns in developing a professional identity as a psychologist. To help interns make the transition from student to professional, they are provided opportunities to participate in all of the professional activities of a University psychologist and given help in assimilating these experiential activities with their academic learning. Our goal is to assist interns in establishing a professional identity that emphasizes competent clinical decision-making, multicultural competence, and sound ethical awareness and judgment.

Internship Competencies and Program Goals

The internship year is a time of transition from a trainee to an entry-level professional psychologist. In respecting individual differences among interns, we provide comprehensive, intensive, and flexible training and supervision to facilitate each intern's further development and professional integration of both clinical skills and outreach and consultation skills.

The internship training program provides interns with both educational and experiential opportunities to demonstrate achievement of the Profession-wide competencies.  The nine Profession-wide competencies of the internship include:

  1. Research
  2. Ethical and legal standards
  3. Individual and cultural diversity
  4. professional values, attitudes, and behaviors
  5. Communication and interpersonal skills
  6. Assessment
  7. Intervention
  8. Supervision
  9. Consultation and interprofessional/interdisciplinary skills

The four overarching goals of the internship include:

Goal 1: Developing a broad range of clinical skills necessary to practice psychology

Goal 2: Developing competence in a counseling center model of service delivery emphasizing outreach and consultation

Goal 3: Developing multicultural competence in psychological service delivery to a diverse university population

Goal 4: Developing a professional identity as a psychologist

The required competencies of the internship include:

  1. Assessment
  2. Intervention
  3. Consultation and interprofessional/interdisciplinary skills
  4. Ethical and legal standards
  5. Individual and cultural diversity
  6. Professional values, attitudes, and behaviors
  7. Communication and interpersonal skills
  8. Supervision
  9. Research

Formal Training Activities

The internship at CAPS is an organized and structured program that provides supervised training experiences for interns throughout the year. The internship program provides experiential training components of direct clinical service and outreach and consultation activities and specific training activities of supervision, didactic training seminars, staff meetings, case conferences, and clinical teams to assist interns in developing the skills and competencies to practice psychology.

Direct Services

Initial Assessment Appointments: Interns conduct three initial assessment appointments each week. During an IA, the intern will conduct a a brief clinical assessment, provide a case disposition for brief or long-term therapy, and provide appropriate on-campus and off-campus referrals.

Individual Brief Therapy: Interns provide brief individual psychotherapy to a diverse population of undergraduate and graduate students who present with a wide range of issues, ranging from developmental concerns to more serious mental health diagnoses. Interns carry a caseload of approximately 12 to 14 clients per week, and have the opportunity to carry one long-term client throughout the year. Some clients are seen on a weekly basis, while others are seen a more periodic or intermittent basis. Interns will have some opportunity to provide couples counseling, although this is a small component of an intern's caseload.

Group Therapy: Interns will co-facilitate one group each quarter throughout the year, and are required to co-facilitate a group with a senior staff member during fall quarter. There are a variety of groups offered by CAPS each quarter, and the intern will have the opportunity to work with different staff members co-facilitating groups during the year. A sample of the therapy groups offered by CAPS include: Eating Awareness, Grief and Loss, Understanding Myself and Others, Graduate Men’s Group, Graduate Women’s Groups, Undergraduate Women’s Group, Managing Social Anxiety, and Mindfulness Meditation. Interns are encouraged to co-facilitate with a fellow intern or postdoctoral fellow by spring term, which provides the intern with an opportunity to develop groups in their own area of interest.

Crisis Services/On-Call: Interns provide a 4.5-hour crisis shift per week in the daytime CAPS Crisis Services. They are paired with a senior staff member throughout the year. Interns evaluate students at risk, conduct crisis intervention and stabilization, provide consultation to staff, faculty, parents, and friends of students in distress, and provide on and off campus referrals for students coming into Crisis Services.

Testing: Interns utilize the CCAPS (Counseling Center Psychological Assessment of Symptoms) in each client session. Intern have access to the PAI if this is clinically indicated for their client for diagnoses and treatment planning.  

Outreach and Consultation Services

Given the CAPS commitment to a community psychology model of intervention, interns will have some opportunities to engage in outreach and consultation activities throughout the year, both to the larger campus community and within the college model here at UCSC.  Interns devote approximately 1 hour a week to outreach and consultation activities, although this varies throughout the year.

Workshops and Training: All CAPS staff and interns provide workshops and educational programs on campus. Workshop topics may include: communication skills, crisis intervention, multiculturalism, eating awareness, stress management, anxiety and depression management, time management, and test anxiety. Interns participate in RA training and orientations in the fall, and may facilitate workshops with other staff and interns throughout the year. Interns are required to conduct three outreach programs during the year including designing and implementing their own independent Outreach Project.

Consultation: Interns regularly provide consultation to staff, faculty, parents, and friends about students in distress when conducting their Crisis Services shift. CAPS has ongoing relationships with different campus groups (some examples include: College residential staff, Student Health Center, Women's Center, Disability Resource Center, Student Ethnic Resource Centers, and the Cantu Center (GLBTI Resource Center), and interns may provide programs for these units as well.  Interns may also have opportunities to provide campus debriefings after significant traumatic events.

Training Activities

Individual Clinical Supervision: Supervision is offered in accordance with California state licensing requirements in psychology and APA and APPIC criteria for internship training. All interns have a primary supervisor, a California license psychologist, who meets with the intern two hours a week for individual clinical supervision. The primary supervisor is matched with the intern for the entire year. The Director of Training makes the match based on the intern’s training needs, interests, and theoretical preference, as well as supervisory style and match.

Interns also have the opportunity to receive secondary supervision for one hour per week for winter and spring quarter from a licensed psychologist. Secondary supervisors are chosen by the intern and can be rotated each quarter so interns can have an exposure to a variety of supervisory experiences, professional role models and mentoring, theoretical orientations, or special interest areas. 

Supervision of Group Therapy: Interns receive a half hour of supervision after each weekly group session from their co-facilitator, in order to discuss group process and content, co-facilitation, and clinical documentation.

Intern Group Supervision Seminar: Interns meet with the Director of Training weekly for one hour of group supervision the entire year. This group supervision provides interns the opportunity to discuss any issue pertinent to the internship and their work in CAPS, including clinical and outreach activities, programming and planning, job search process, professional development, professional identity, and administrative concerns. Interns are required to provide informal case presentations in this seminar.

Special Topics Seminar:  This weekly seminar provides didactic training on a variety of clinical and multicultural topics related to the practice of psychology throughout the internship year. CAPS training staff and professionals from the community present on different topics to the interns. The topical seminars provide interns the opportunity to explore in depth and expand their knowledge about topics pertinent to the practice of psychology, including professional laws and ethics, multicultural and diversity issues, providing clinical services to diverse clientele, different theoretical approaches to treatment, and treatment for specific mental health disorders.

Crisis Seminar Group Supervision:
Interns receive one hour per week of group supervision to discuss cases seen in crisis services during fall and winter terms. Both interns and postdoctoral fellows participate in this group supervision. This meeting provides interns and postdoctoral fellows an opportunity to debrief and consult about students seen in the Crisis Services and learn about assessment, intervention, and case management strategies for at risk students.

Outreach and Consultation Training Module:
Interns receive four hours of training in theory, models, and practice of outreach and consultation during fall quarter. Interns use this opportunity to discuss and receive supervision and ongoing consultation on any outreach activities.

Supervision Training Module:

Interns receive four and a half hours of training on theories and methods of supervision during spring quarter. Interns are exposed to theories and models of clinical supervision and have opportunity to discuss the integration of theories and practice of supervision. Given CAPS interns do not have the opportunity to supervise a practicum student, interns participated in simulated role plays providing supervision to their peers. Interns provide mentoring to a CAPS Peer Educator and receive a half-hour biweekly from the Peer Coordinator for supervision.


Other Training Activities

All CAPS Staff Meeting

The entire CAPS staff meets weekly for a 45 minute general staff meeting to discuss announcements, policies and procedures, and issues relevant to CAPS operations. This meeting consists of all counseling staff (senior staff, interns, postdoctoral fellows), case management staff, and psychiatry staff.

Case Conference and Clinical Team

After the weekly CAPS staff meeting, there are different rotating case conference meetings. Twice a month, the Counseling staff meet in Clinical Teams made up of psychologists, social workers, MFT’s, psychiatry staff, case managers, postdoctoral fellows, and interns for case consultation and discussion. Interns are required discuss cases in this Clinical Team. Once a month, the entire CAPS staff meet together for a joint case conference for consultation about cases seen jointly in both counseling and psychiatry.

Committee Participation

Interns are required to participate on one administrative CAPS committee per quarter to gain experience in the operation and functioning of a counseling center. Interns rotate participation on the following committees in fall, winter, and spring quarters: Training committee, Clinical Quality Assurance committee, the Multicultural committee, and the Staff Professional Development committee.

Professional Development

Staff Professional Development: Once a quarter, continuing education trainings are offered for the entire CAPS staff, and interns are required to attend these trainings.

Other Professional Development: In addition to professional development meetings for the entire CAPS staff, interns are given five days for professional development during the internship year. Interns may use their time for conference attendance and professional meetings, dissertation meetings, graduation, and job interviewing. In addition, interns attend the annual Northern California Training Director Intern Conference and the Multicultural Training Day at San Jose State University.

Typical Weekly Schedule

Direct Service
Individual Brief Therapy 10–14
Group Therapy 1.5
Initial Assessments/Intakes 3
Crisis Services Shift  4.5
Outreach and Consultation 1
Individual Primary Supervision   2
Individual Secondary Supervision       1 (winter and spring)
Supervision of Group Therapy  0.5
Intern Seminar Group Supervision           1
Crisis Group Supervision 1 (fall, winter and spring)
Special Topics Seminar 1.5
Supervision of Peer Mentoring   0.5 every other week
Case Conference/Clinical Teams 1
Administration/Other: 3.5
Staff meeting, Committees 1.5–3
Clinical Documentation, prep                      3–5
Travel 1

Responsibility of Interns and Evaluation Procedures

Responsibilities of Interns

  1. Participate in all professional activities of the internship, including clinical services, outreach and consultation services, supervision, training seminars, staff meetings, and administrative tasks. Interns are required to record all ongoing therapy sessions. The total internship hours over the 12 month academic year is 2000 hours.
  2. Maintenance of Ethical and Legal Standards and California laws as they relate to the practice of psychology.
  3. Adherence to all CAPS, SHS, and UCSC Policies and Procedures.
  4. Demonstration of sound professional judgment.
  5. Successful completion of all Exit Criteria for the internship.

Exit Criteria

In order for an intern to successfully complete the CAPS internship program at UC Santa Cruz, the following criteria must be met:

  1. 2000 hours of training must be completed, including 500 hours of direct clinical service.
  2. Satisfactory achievement ratings (4) on each of the required 9 Profession-Wide Competencies and the multiple elements within each competency by the end of the internship.
  3. No ethical or legal violations.
  4. Completion of 3 outreach programs, including Outreach Project.
  5. Completion of Intern Program Evaluation Project.
  6. Completion of one assessment report.
  7. All paperwork, including PnC clinical documentation, Assessment write-up, Outreach Project, Program Evaluation Project, and Board of Psychology logs, must be complete.
  8. Completion of all program and supervisory evaluations.
  9. Exit interview with Director of Training.

Evaluation Procedures

CAPS is committed to an ongoing process of intern evaluation and program evaluation throughout the year. Our goal is to assist interns in their professional development as psychologists, as well as receive feedback that will enhance and improve our training program each year. The evaluation process begins during intern orientation when interns are asked to assess their skills and competencies to identify areas of strengths and areas of growth so that training goals and objectives can be developed for the year. Interns receive formal written feedback from their primary supervisor three times a year at the end of December, April, and in early August, about their performance on the nine profession-wide competencies. The primary supervisor gathers input from all training staff who work with the intern and integrates this feedback into the formal written evaluation each quarter. In addition to this formal feedback, it is expected that verbal feedback will be continuously provided during the supervision process. The Director of Training sends a copy of this evaluation, plus a letter summarizing the intern's progress on internship, to the intern's Academic Training Director in their home program. Communication with the intern's home program occurs at the beginning of the internship and at the end of each evaluation period.

Interns also have many opportunities to evaluate the internship training program. Interns evaluate their supervisors at the end of each quarter, complete evaluations of all intern training seminars each quarter, and evaluate the internship program twice a year. The Director of Training and the training committee review all evaluation materials of the program, and utilize this input for intern program development and program enhancement. Our goal is to engage in an ongoing and continuous process of program enhancement to provide excellence in training in our internship program.

Financial Assistance: Stipend and Benefits

  • A stipend of $38,600 for the 12-month appointment
  • Medical benefits
  • Paid University holidays, university closures, and two weeks of paid leave in accordance with University policies
  • Private office with phone, computer, voice mail, e-mail account, and Internet access
  • Library and research facilities
  • Five days for professional development

Application Requirements and Procedure

Practicum and Academic Requirements for Applicants

An applicant must meet the following minimum requirements to be considered for a UCSC internship:

  • Current enrollment in a regionally accredited doctoral program in Counseling or Clinical Psychology
  • Be advanced to candidacy in doctoral program
  • Comprehensive exams must be passed by January 1 prior to internship interviews
  • Coursework must be completed prior to the start date of the internship
  • A minimum of 500 direct intervention hours must be completed, documented on the AAPI
  • Verification for intern readiness by Academic Training Director
  • Preference is given to applicants who are enrolled in APA accredited doctoral programs in either Counseling or Clinical Psychology.
  • Dissertation proposal approved by start of internship

Application Procedure

Applications must include the following four requirements in order to be reviewed:

  • Completed AAPI (APPIC Application for Psychology Internship). This application can be accessed through the Applicant Portal on the APPIC web page at
  • Curriculum Vita
  • Three letters of reference, including at least two from former clinical supervisors or training coordinators. Please include only 3 letters of reference. We want to be fair to all applicants and we will only review your first 3 letters posted. All letters of recommendation must be in the Recommendation Letter format for the 2017-2018 internship year application.
  • Official transcripts of all graduate work.

Completed applications MUST be received by Friday, November 12, 2021, 11:59 PM, PST.

Important Information

  • Completed applications must be posted on the APPIC portal by the deadline. Given the high volume of applications, we do not accept applications after the deadline. It is the responsibility of the applicant to see that all materials are appropriately posted on the APPIC portal. If you have any questions about the status of your application, please e-mail or you may also call our Central Office at (831) 459-2628.  Please note that we receive many on-line applications, and someone will get back to you as soon as possible.
  • Materials and letters of recommendation should be addressed to:

MaryJan Murphy, Ph.D., Senior Associate Director
Counseling & Psychological Services
Student Health Center, 2nd Floor, East Wing, University of California, Santa Cruz
1156 High Street

Santa Cruz, CA 95064

  • Our PROGRAM CODE NUMBER for the APPIC Matching Program is 116111.
  • Counseling and Psychological Services is committed to providing access for all people with disabilities and will provide accommodations if prior notification is received.
  • Background Check - In Accordance with University Policy, candidates who match with CAPS at UC Santa Cruz must successfully complete a background check (including fingerprinting) prior to being appointed for internship. Final hiring for the internship is contingent upon clearing the background check.  In addition, you must have the legal right to work in the US before we can hire you for this position.  Please note that UC Santa Cruz does not sponsor individuals for staff positions.

Selection Process

Phase 1: Application Screening

In our application screening process, members of the selection committee screen application files with respect to applicant background information, basic requirements met (doctoral degree in progress, 500 intervention hours, advanced to candidacy, comprehensive exams grade before early January), and stated goals and match with the training opportunities available in our training program. Other specific criteria which are considered in the screening process include the applicant's current transcripts of graduate coursework and letters of recommendation from three people who have supervised the applicant's performance, with at least two from previous clinical supervisors. After application files have been screened and rated, the selection committee meets to discuss which applicants will be considered for a Zoom or telephone interview in our second phase of intern selection.

Phase 2: Applicant Interviewing

A select group of applicants are asked to participate in a 40 minute Zoom or phone interview (applicants are given the choice for interview preference) with a standard set of questions in early January. We do not conduct any on-site interviews in order to provide equitable access for all applicants. After the telephone interviews are completed, the selection committee discusses the candidate's interview and integrates this information with the application screening in order to rank the candidate for the APPIC Match List. Criteria we consider from the interview include interest and goals that appropriately match the internship training program, ethical conduct, a sound theoretical and academic foundation for effective clinical skills, and demonstrated sensitivity to multicultural issues and interest in working with a diverse student population. Preference is given to applicants who have previous experience working in a University counseling Center. As a member of APPIC, we develop a rank list of candidates for internship positions which is forwarded to the APPIC Matching Program. Interns are notified of the match results from the National Matching Service on the date specified in the Schedule of Dates for the Matching Program.

APPIC Match Policies

Counseling and Psychological Services is a member of APPIC and abides by all APPIC guidelines. Please review the APPIC web site for APPIC Match Policies for Internship Offers and Acceptances, and for updated information on the computer matching process for intern selection. This internship site agrees to abide by the APPIC Policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

Frequently Asked Questions

Please view our list of Frequently Asked Questions.

Current Professional Staff and Current Interns

Current Professional Staff: Please view our current staff list.

Former Interns and First Post-Internship Positions


  • Joshua Sheltzer, PhD, Postdoctoral Fellow, UC Santa Cruz, Counseling and Psychological Services, Santa Cruz, California
  • Whitney Shuman, PhD, Postdoctoral Fellow, UC Santa Cruz, Counseling and Psychological Services, Santa Cruz, California.
  • Elizabeth Sokolowski, PhD, Postdoctoral Fellow


  • Ritu Agarwal, M A., Psychology Trainee, Columbia University Irving Medical Center, New York City, New York
  • Jennifer Jameson, Psy.D., Postdoctoral Fellow, Loyola Marymount University Student Psychological Services, Los Angeles California
  • Louiza Livschitz, Psy.D., Postdoctoral Fellow, The Wise Mind Institute, Berkeley California


  • Maria Berardi, MFT; Private Practice
  • Brittany Cooper, Ph.D.; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Kristal Valdovinos, Ph.D.; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz


  • Bianca Barrios
  • Kristin Lohse
  • Mark Ryan, Psy.D.; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz


  • Alesha Harris, M.A., Counseling Psychology; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Raghav Suri, Psy.D., Clinical Psychology; Staff Psychologist, University Counseling Center, Iowa State University
  • Roberto Villegas Gold, Ph.D., Counseling Psychology; Staff Psychologist, Phoenix College, Arizona


  • Alan Joseph Bankman, Psy.D., Clinical Psychology, PGSP-Stanford Consortium; Stanford Law School, Research
  • Pio Choong Yuk Kim, Ph.D., Counseling Psychology, Fordham University; Postdoctoral Fellow, Counseling and Psychological Services, Humboldt State University
  • Melva Torne-Boyd, M.S., Counseling Psychology, Our Lady of the Lake University, San Antonio Texas; completing dissertation


  • Quade Yoo Song French, Ph.D., Clinical Psychology, University of Massachusetts, Amherst; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Amy Kim, Ph.D., Clinical Psychology
  • Susie Martinez, Ph.D., Counseling Psychology, Our Lady of the Lake, San Antonio, Texas; Postdoctoral Fellow, Counseling & Psychological Services, UC San Diego


  • Stephanie Goldsmith, Ph.D., Clinical Psychology, Loma Linda University; Postdoctoral fellow, Counseling Center, University of Laverne
  • Kipp Pietrantonio, Ph.D., Counseling Psychology, University of North Dakota; Postdoctoral Fellow, Counseling Center, University of Michigan
  • Laura Turner-Essel, M.A., Counseling Psychology Ph.D. program, University of Akron, Ohio; College Residential Educator, UC Santa Cruz


  • Karin Arndt, M.S., Clinical Psychology, Duquesne University, Pittsburgh, PA; Postdoctoral Fellow, Counseling Center, Cornell University
  • Anna Bailey, Psy.D., Clinical Psychology, Alliant International University/California School of Professional Psychology, San Francisco; Postdoctoral Fellow, Kaiser Permanente Walnut Creek, Mental Health Services
  • Jenna Wheeler, Ph.D., Counseling Psychology, University of Oregon, Eugene, OR; Postdoctoral Fellow, Portland Veterans Administration, Palliative Care


  • Cody Christopherson, P.hD., Clinical Psychology, Notre Dame University, Notre Dame, IN
  • Kim Chu, Psy.D., Clinical Psychology, PGSP Stanford University, Palo Alto; Postdoctoral Fellow, Kaiser Permanente, Redwood City, CA
  • Brian Uhlin, Ph.D., Clinical Psychology, Ohio University, Athens, Ohio; Postdoctoral Fellow, Kaiser Permanente, Antioch, CA


  • Pamela Fletcher, B.A., Clinical Psychology, Wright State University, Dayton, OH
  •   Michelle Montagno, Psy.D., Clinical Psychology, The Wright Institute, Berkeley, CA; Postdoctoral Fellow, Counseling & Psychological Services, University of San Francisco
  • Michelle Pavlick, M.A., Clinical Psychology, Bowling Green State University, Bowling Green, OH; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz


  • Heidi Meck, Ph.D., Clinical Psychology, CSPP Alliant University, San Francisco; Postdoctoral Fellow, Kaiser Permanente, Oakland, CA
  • Josina Moak, Psy.D., Clinical Psychology, Pepperdine University, Los Angeles; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Linda Sattler, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology/Stanford University, Palo Alto; Postdoctoral Fellow, Counseling & Psychological Services, San Jose State University


  • Alexis Karris, Ph.D., Clinical Psychology, University of Colorado at Boulder; Assistant Professor, Metropolitan State University, Denver, CO
  • Paul Kim, Psy.D., Clinical Psychology, The Wright Institute, Berkeley, CA; Postdoctoral Fellow, Kaiser Permanente, Sacramento, CA
  • Justin Li, Ph.D., Counseling Psychology, Loyola University, Chicago, IL; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz


  • Mary Clarke, Counseling Psychology, Loyola University, Chicago, IL; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Kristyn Fowkes, Ph.D., Counseling Psychology, University of Oregon; Postdoctoral Fellow, Counseling & Psychological Services, UC Santa Cruz
  • Seth Goldberg, Psy.D., Clinical Psychology, The Wright Institute; Postdoctoral Fellow, Kaiser Permanente, Hayward, CA


  • Nicole Bruns, Psy.D., Clinical Psychology, Alliant International University/California School of Professional Psychology. Postdoctoral Fellow, Kaiser Permanente, Sacramento , California
  • Zoe Gillispie, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology. Postdoctoral Fellow, Kaiser Permanente, Fremont , California
  • Julia Shojaian, Psy.D., Clinical Psychology, Baylor University . Staff Psychologist, University Counseling Center .


  • Jill Fusilier, Psy.D., Counseling Psychology, University of Northern Colorado; Postdoctoral Fellow, Kaiser Permanente, Pleasanton, CA
  • Navi Hundal, Psy.D., Clinical Psychology, The Wright Institute; Postdoctoral Fellow, Kaiser Permanente, San Francisco, CA
  • Jane Mia Kim, Ph.D., Counseling Psychology, University of Denver; Postdoctoral Fellow, Kaiser Permanente, Santa Clara, CA


  • Kimberly Keough, Psy.D., Clinical Psychology, The Wright Institute; Post-doctoral Fellow, La Familia Counseling Service, Oakland, CA
  • Ona Stiles, Ph.D., Clinical Psychology, The California School of Professional Psychology at Alliant International University; Post-doctoral Fellow, Counseling Psychological Services, Sacramento State University
  • Jeffrey Andreas Tan, Ph.D., Counseling Psychology, University of Missouri-Columbia


  • Kirsten Carraway, Ph.D., Counseling Psychology, University of Florida; Postdoctoral Fellow, Kaiser Permanente Medical Center, Milpitas, CA
  • Thomas Murray, Ph.D., Counseling Psychology, University of Missouri-Kansas City; Adjunct Faculty, Ohio State University at Mansfield
  • Andrew Pierson, Ph.D., Counseling Psychology, University of Buffalo-SUNY; Temporary Staff Counselor, Counseling & Psychological Services, UC Santa Cruz


  • Shannon Casey-Cannon, Ph.D., Counseling Psychology, Stanford University; Postdoctoral Fellow, Stanford University
  • Nicole Roberts, Ph.D., Counseling Psychology, New Mexico State University; Director of Adult Counseling Services, Dallas, Texas
  • Giovanna Suarez-Renaud, Ph.D., Counseling Psychology, University of Missouri, Columbia; Postdoctoral Fellow, Deer Oakes Hospital, Austin, TX


  • Dana Carr, Ph.D. Candidate, Clinical Psychology, California School of Professional Psychology/Alliant University
  • Sandy Chin, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology; Postdoctoral Fellow, Counseling & Psychological Services, UC Berkeley
  • Gretchen Reichardt, Ph.D., Counseling Psychology, University of Southern California


  • Cory Fitzpatrick, Ph.D., Clinical Psychology, California School of Professional Psychology, Alameda; Postdoctoral Fellow, Kaiser Permanente Medical Center, Martinez, CA
  • Cathy Moonshine, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology; Dual Diagnosis Supervisor for Unity, Inc., Portland, OR
  • Kate Young, Ph.D., Counseling Psychology, Stanford University; Postdoctoral Fellow, Counseling & Psychological Services, Stanford University

Academic Institutions of Former Interns 1993–1999


  • California School of Professional Psychology, Alameda, Clinical Psychology
  • The Fielding Institute, Clinical Psychology
  • University of Utah, Counseling Psychology


  • Stanford University, Counseling Psychology
  • California School of Professional Psychology, Alameda, Clinical Psychology
  • California School of Professional Psychology, Los Angeles, Clinical Psychology


  • Minnesota School of Professional Psychology, Clinical Psychology
  • California School of Professional Psychology, Alameda, Clinical Psychology
  • Washington State University, Counseling Psychology


  • California School of Professional Psychology, Los Angeles, Clinical Psychology
  • California School of Professional Psychology, Alameda, Clinical Psychology
  • Southern Illinois University at Carbondale, Counseling Psychology
  • University of San Francisco, Counseling Psychology


  • Pacific Graduate School of Psychology, Clinical Psychology
  • The Wright Institute, Clinical Psychology
  • Pacific Graduate School of Psychology, Clinical Psychology


  • Pacific Graduate School of Psychology, Clinical Psychology
  • Pacific Graduate School of Psychology, Clinical Psychology
  • Ohio State University, Clinical Psychology